School readiness in children living in non-parental care: Impacts of Head Start

Shannon T. Lipscomb, Megan E. Pratt, Sara A. Schmitt, Katherine C. Pears, Hyoun K. Kim

Research output: Contribution to journalArticle

26 Citations (Scopus)

Abstract

The current study examines the effects of Head Start on the development of school readiness outcomes for children living in non-parental care. Data were obtained from the Head Start Impact Study, a randomized controlled trial of Head Start conducted with a nationally representative sample of Head Start programs and families. The sample included 253 children living in non-parental care (defined as a primary caregiver who self-identified as someone other than a biological, adoptive, or step-parent), who experienced elevated rates of child and family risk factors. Results revealed modest direct short-term and indirect longer-term impacts of Head Start on school readiness outcomes (increased pre-academic skills, more positive teacher-child relationships, and reductions in behavior problems) for children living in non-parental care. Limitations of this study and directions for future research are discussed.

Original languageEnglish
Pages (from-to)28-37
Number of pages10
JournalJournal of Applied Developmental Psychology
Volume34
Issue number1
DOIs
Publication statusPublished - 2013 Jan

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

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